1. Moderating OTJ’s Senior Learning Community 14 Term 4 2010

2. AIMS Develop our understanding of the terminology of OTJ and moderation Make judgements using evidence Using the 3 core documents effectively Draw conclusions about next steps and where the child is in relation to the RWS and NZC

3. Outline  Professional Readings  Definitions of terminology  Making a TJ (not OTJ)  Moderate for consensus  Finding the next steps  Reporting the next steps

4. Professional Readings Get yourselves into pairs P1 = OTJ Fact Sheet & The first column R, W Standards P13 P2 = A hitchhiker's Guide to Validity P3 = A Hitchhiker’s Guide to Reliability Read the readings through and highlight the key points and definitions you find

5. Definitions of Terminology Teacher Judgement ongoingDay to dayChild SA Determining next steps Range of approaches Teacher relefection Planning programmes Overall performance in relation to NS Evidence for best fit Interactive tools – across the NZC Context

6. Overall Teacher Judgement No single source of info Range of appraoches Up to a specific point in time Gather through concersing, observing, gathering Teacher reviews all evidence in relkation to NS Understand pupose + NCZ content Be confident Matching levels to the students Interprtaion of outcomes Support students to understand assessment Be able to justify OTJ Results from standarised tools

7. Reliability Triangulation – observations, products, learning conversations Consostency across time., tasks and teachers Not completely reliable Range of tasks to increase reliability moderation Validity of assessment

8. Validity Does the tool measure what it claims to measure Inferences and actions – analysis of data Interpretaiuons and decsions made Teacher comprehension of assessments Give you a range of activities to assess the same thing Reading demands important Suitability to genders, cultures etc Age and ability appropriate Importance of not teaching to the test Use a variety of testing – not just pen and paper Match LIs

9. Moderation concensusComparing work Using a range of evidence Justification of decsions Teacher talk – with teachers and with students Sharing the support mechanisms – checlists etc Shared understadnings Do we need a policy around moderation? Timetabling moderation sessions Accepting and understanding the differneces in classes/students/schoo ls Shared leanguage Validation of our decisions Building confidnce for students and students

10. Sources of Evidence to Support the Decision Making Process Observation Test Learning Conversations Tracking books/modelling books Classroom behaviour Peer assessments PROBE Student workbooks Practical tasks Learning journals Confernecing Group work Guided sessions Questions Explanations – dicussing Refelctions GLOSS/PROBE Snap shots 3-Way Interview Goal setting Formal converstaions Verbal presentations Student student Feedback/feedforward asTTle Pen and paper Oral Presentations PROBE FiO Pre tests/tasks IKAN/GLOSS/Snap shot/ BF/SPPa

11. TASK 1 1.In pairs place the exemplars in order 2.Read through the assessment piece on your own 3.Choose which level you think it matches and place it on top of the exemplar 4.Discuss your decision with the group

12. TASK 2A Inquiry using the NZC 1.Use your best fit judgment to guide you to the starting point of your inquiry 2.Go to the appropriate level of the NZC 3.Highlight in yellow the Aos and Indicators that the student has achieved 4.Highlight the next teaching steps in red 5.List what else you need to know on your sheet

13. TASK 2B Inquiry using the LLP 1.Highlight in yellow indicators in the LLP that the student has achieved 2.Highlight next steps in red 3.List what else you need to know on your sheet

14. TASK 2C Inquiry using the RWS 1.Highlight in yellow indicators in the LLP that the student has achieved 2.Highlight next steps in red 3.List what else you need to know on your sheet

15. JUDGEMENTS Make your judgement about where you think this child best fits in relation to the NZC and RWS Share with your partner Justify your decisions WHAT ELSE DO WE NEED TO KNOW/USE TO CONFIRM OUR JUDGEMENT?

16. WHAT NOW…… We will moderate one or two writing sample taken from this terms asTTle assessment from each class. Once we have a consensus on the marks we will look at them against the NZC, RWS and LLP as with tasks 2A, 2B and 2C

17. WHERE TO NEXT? Next SLC: Revisiting the process and moderating our work samples Making TJ’s/OTJ’s for the End of Year Reports What next, Debbie’s video for using the assessments